1 LESSON PLAN IN MATHEMATICS 7 WITH GAD INTEGRATION

2 QUARTER 1: WEEK 3

4 Competency: represents the absolute value of a number line as the distance of a number
5 from 0. (M7NS-Ic-1)
6

7 I. Objectives:
8 a.) define absolute value of a number
9 b.) find the distance between two points on the number line
10 II. Subject Matter
11 i. Topic: Absolute Value of a Number
12 ii. Reference: Patterns and Practicalities
13 iii. Materials: improvised number line, colored press-on/peel-off dots
14 iv. Skills: Problem Analysis
15 v. GAD Concept: share parenting, share home management
16 III. Procedure:
17 A. Preparatory Activities
18 1. Drill: Solve the following.
19 a) 89 b) -45 c) 73 d) 104
20 - + - +
21 67 34 -61 49
22

23 2. Review: Can you identify the following symbols? >, < , =

24 Use the given symbols to compare the integers below.
25 a) 78 ____46 b) -38_____34 c) -25____0 d)-63 ___-75
26
27 3. Motivation:

28 ***The teacher will stand in front of the class so that the door is to her
29 right.

30 Ask: About how far is it from where I’m standing to the door?
31 (Students should respond with an estimated number of meters)
32 Ask: If I were blind-folded, how would you tell me where the door is?
33 (Students should respond with both estimated number of meters and a direction.)
34 *** The teacher will stand in front of the class so that the door is to her left.
35 Ask: About how far is it from where I’m standing to the door?
36 (Students should respond with an estimated number of meters.)
37 Ask: If I were blind-folded, how would you tell me where the door is?
38 (Students should respond with both estimated number of meters and a direction.)

39 B. Lesson Proper

40 Teacher: When I asked how far I was from the door, you gave me a
41 number of meters, and it didn't matter which way I was facing. But, when I asked
42 where the door was in relation to my position, you gave me a direction as well as
43 a number, and then it did matter which way I was facing. Today, we'll talk about
44 absolute value. Absolute value tells how far from zero a number is. It doesn't tell
45 you which direction from zero.

46 1. Activity: Divide the class into five teams with at most 5 members (depending
47 on the size of the class). Provide each group with an improvised number line
48 and colored dots (large enough to be seen on the board)
49
50 Negative integers - yellow dots
51 Positive integers - red dots
52 Task
53 a. Using colored dots, the students will locate on the number line the
54 following points. -4, 5, 4, -5, 3, -3, 10, -10, -8, 8, 0
55 b. Have the students post their work on the board.
56
57 Rubrics for rating students’ work

Criteria SCORE
3 2 1
Accuracy There are no errors in the output There are 2-3 errors in the There are 4 or more
presented. output presented. errors in the output
presented.
Collaboration All members in the group have There are 1-2 members in the There are 3 or more
participated in answering the output. group who did not participate members who did
in answering the output. not participate in
answering the
output.
Presentation The output was logically presented The output was logically The output was
of output with mastery. presented but with little illogically presented
mastery. and without
mastery.

58

59 2. Analysis
60 Questions:
61 1. How many units is -5 from zero?
62 2. How many units is 5 from zero?
63 3. How would you describe the position of -4 and 4 with reference
64 to 0? How far are the points from zero? Is there any difference in
65 their distance from zero?
66 4. When you were asked about the distance of a certain point from
67 zero, does it matter whether it’s to the right or left from zero?
68 5. How do you differentiate between a directed distance and an
69 absolute distance?
70 Reinforce the class by stating that the absolute value is
71 represented using the symbol | |. Therefore, the absolute value of
72 -5 is 5. In symbol, |-5 |=5. And the absolute value of 5 is 5, in
73 symbol |-5 |=5.
74 3. Abstraction
 75 Questions:
76 a.) Can two different numbers have the same absolute value?
77 Why?
78 b.) Do we consider the sign of an integer when talking of
79 distance?
80 c.) At home, is there any disparity between your parents when it
81 comes to doing specific chores?
82 d.) Is child rearing a mother’s duty alone? And supporting the
83 family needs a father’s duty only?
84 e.) Why should parents share responsibility in raising children?
85 f.) As member of the family, what are your duties and
86 responsibilities?

87 Note: The teacher integrates GAD thru asking questions c-f.

88 4.Application

89 Best friends Louie and Merly went on a movie date at Gaisano

90 mall to celebrate their victory in the inter school Science and Mathematics quiz
91 bee. After watching their much awaited movie of teen idols Daniel Padilla and
92 Kathryn Bernardo, they decided to go home. Louie’s residence is in Toril, which
93 is 8 km North of G-Mall while Molly leaves at Panacan, which is 5 km South of
94 G-mall. Considering both Merly and Louie are already in their respective homes,
95 how far are they from each other?

96 IV. Evaluation

97 Find the distance between the following points on the number line.

98 1) -5 and 3
99 2) 4 and -6
100 3) 0 and -8
101 4) -7 and 7
102 5) 10 and 0
103 V. Assignment
104 Solve the following.
105 1.) |-5| + |14| = ______
106 2.) 25 - |45| = _______
107 3.) |-30| + |-20| = ______
108 4.) |15| + |-15| = _______
109 5.) |9-4| - |10+5| = ______
110
111